Trobe University PHE5INH 2017 Integrated Health Promotion Assessment Task 1 (40%) TOPIC: INTEGRATED HEALTH PROMOTION IN THE REAL WORLD 1. Task description Due date: 20 April 2017 at 11.59pm Purpose: This Assessment Task invites you to demonstrate your understanding of the concepts of systems thinking and integrated health promotion, and to investigate and critically examine how these concepts are being applied in the real world to improve health. Topic: The World Health Organization’s Ottawa Charter for Health Promotion (1986) sets out a vision for integrated health promotion. (Attachment 1). It proposes that five action areas and three strategies are useful for bringing about change to people, structures and environments, and in turn, health: Action areas: 1. Build Healthy Public Policy 2. Create Supportive Environments 3. Strengthen Community Actions 4. Develop Personal Skills 5. Reorient Health Services Strategies: 1. Enabling 2. Mediating 3. Advocating The Victorian Department of Health (2008) identified seven guiding principles for its work in integrated health promotion. These drew on the action areas and strategies of the Ottawa Charter. (Attachment 2) Both of these models embody systems thinking. For this assessment task, you will choose a real world example of a health promotion initiative and critique it by referring to the Ottawa Charter model of integrated health promotion, and/or the Victorian Department of Health integrated health promotion model. Page 2 of 7 Approaching the task 1. Locate an example of health promotion. Choose an initiative that is of interest to you professionally and personally. To locate your example, scan journal papers in Health Promotion International, Health Promotion Journal of Australia, Global Health Promotion or other high quality journals that present an description, evaluation or a critique of a health promotion initiative OR Locate a comprehensive report of a health promotion initiative by a government or non- government body (eg. VicHealth, National Heart Foundation, Parks Victoria). 2. Critique the example by referring to the Ottawa Charter model of integrated health promotion, and/or the Victorian Department of Health model. The question you need to answer is: To what extent does this health promotion initiative reflect systems thinking and an integrated health promotion approach? Presenting a critique: Presenting a critique is not the same as simply describing something. Like an essay, a critique will: x use a formal, academic communication style x have a logical structure (ie. introduction, body, conclusion) x take a critical stance on your topic x include a brief summary of the work being critiqued – in this case, your example of a health promotion initiative. Your conclusion could briefly re-state the key points identified during your critical analysis and your overall appraisal of the initiative in terms of its use of an integrated health promotion approach. Before you begin, you may wish to review this resource to check your understanding of what is involved in a critique: www.latrobe.edu.au/students/learning/allu-documents/ACADEMIC-WRITING-pdf_120924_2.pdf Format You may communicate your critique using one of two formats: video OR written. 1. A 10-minute video A video is an alternative to a written piece of work. At the minimum, please provide: x A 10-minute video of you speaking to camera that features a concise audio commentary. Mobile phone technology can be used to capture this content. Ensure good audio quality, so that it is easy to understand your video (eg. do not speak too quickly, keep volume at a consistent level, minimise background noise, etc.) x A reference list that is submitted with a cover sheet. For the reference list, use referencing style APA6 (refer to www.lib.latrobe.edu.au/referencing-tool/apa-6). For the coversheet, include: title and number of assessment task, date, your name, your ID number, your La Trobe email address, subject title and code. You may also include on screen text that is on screen long enough to read easily and graphics that communicate key content. Marks will be deducted for videos that exceed 10 minutes. Page 3 of 7 Keep in mind that the story you are telling is most important in your video. Be creative, but there is no need to spend a great deal of time on production. Consider using our Button Studio to produce this video easily. Refer to information about this technology here: https://she.blogs.latrobe.edu.au/2016/09/29/use-one-button-studio-2/ and also here: http://www.latrobe.edu.au/ed-tech/1bs/using 2. A 1,500-word written report. • Report format with pages numbered and sub-headings signposting sections of your report. A brief introduction and conclusion. • 1500 words, excluding references (10% above word limit is the maximum allowable). Marks will be deducted for reports that exceed the word limit: between 10–20% (5 marks); more than 20% (10 marks). • Times Roman font, 12 point, 1.5 line spacing • Referencing style APA6 (refer to www.lib.latrobe.edu.au/referencing-tool/apa-6) • Coversheet showing: Title and number of assessment task, date, your name, your ID number, your La Trobe email address, subject title and code, number of words. Marking The Marking Guide below identifies the criteria and weightings we will use when assessing your work. Review this so that you understand what is required and to check your work before you submit. Extensions Extensions must be requested at least 3 days before the due date, via the online form at: www.latrobe.edu.au/students/request-an-extension/request. Note: Requests received via email will not be considered. For non-negotiated late submissions a penalty of 5% per business day will be deducted from the total marks available for that assignment, in accordance with La Trobe University policy (see https://policies.latrobe.edu.au/document/view.php?id=148&version=1). Late assignments are not accepted after 5 business days following the due date unless an extension has been granted before the due date. Attach evidence of extension to your work: Students must paste an image of approvals for extensions on the coversheet (front page) of any work submitted. This is so that the tutors marking assignments do not deduct marks for late submission. Resources and originality You must produce an original piece of work. High-quality referencing standards are important. Utilise the wealth of scholarly resources from the peer reviewed literature as well as government and other reports (the 'grey literature'). These are accessible through LTU library catalogue and databases. Selected references that may be of use to you are on the PHE5INH Reading List. So you are not overwhelmed with information, think carefully about what you are trying to find before heading off on a search. As Stephen Covey says, 'Start with the end in mind'. Do NOT rely on materials sourced from the internet without reviewing them critically. Many are simply not reliable sources for academic work. For example, anyone can contribute information to Wikipedia and their expertise is not taken into consideration. You must properly acknowledge all sources of data, information, examples and ideas in all written work. Refer to the LTU library website for information on referencing (www.lib.latrobe.edu.au/referencing- tool/apa-6) or attend training sessions. We have no choice but to report evidence of academic integrity breaches and these are investigated by relevant colleagues. Page 4 of 7 Any questions? Feel free to contact teaching staff at any time. Students are encouraged to discuss perspectives on and aspects of the topic with the teaching staff and other students by posting questions, thoughts and comments at the link on the Student Q&A Forum on the LMS Assessments block. Through this process, you will interpret the task more clearly, organise your thinking, be activated to seek out sources of information, and gain and share insights. Page 5 of 7 2. Marking guide Criteria Possible marks 1. Introduction and conclusion x A concise, relevant introduction was provided. x A concise conclusion that reflects on the focus of the Assessment Task was provided. 5 2. Concept Knowledge of the concept of ‘integrated health promotion’ was demonstrated. The concept of systems thinking and its relationship to integrated health promotion was briefly explained. 10 3. Analysis The concept of systems thinking was referred to in critiquing the health promotion initiative. 10 Strengths of the health promotion initiative were described and analysed with reference to at least one integrated health promotion model. 20 Weakness of the health promotion initiative were described and analysed with reference to at least one integrated health promotion model. 20 Peer-reviewed literature (eg. journal articles) and relevant government and non- government reports (‘grey literature’) were drawn on to provide definitions, undertake the critique and justify the analysis and conclusions. 10 4. Structure, format and presentation x Coversheet states: title & number of assessment task, date, your name, your ID number, your La Trobe email address, subject title and code. x Appropriate video/report style and layout/presentation were used. A high standard presentation style was used. x Information, analysis and conclusions were presented in a clear and logical manner. x High-quality English expression was used; spelling and grammar were accurate. x Technical terms or jargon were briefly defined. 10 5. Academic integrity x Every source of ideas, facts and information was properly acknowledged. x APA6 referencing style was used. x In-text referencing and reference list were accurate and complete. 10 7. Overall quality Information, analysis and conclusions were presented in a clear and logical manner, which demonstrated understanding of the purpose of the Assessment Task. 5 Total /100 Page 6 of 7 Attachment 1 Ottawa Charter for Health Promotion Refer to: www.who.int/healthpromotion/conferences/previous/ottawa/en/ Page 7 of 7 Attachment 2 Victorian Department of Health Integrated Health Promotion model 1. Address the broader determinants of health, recognising that health is influenced by more than genetics, individual lifestyles and provision of health care, and that political, social, economic and environmental factors are critical. 2. Base activities on the best available data and evidence, both with respect to why there is a need for action in a particular area and what is most likely to effect sustainable change. 3. Act to reduce social inequities and injustice, helping to ensure every individual, family and community group may benefit from living, learning and working in a health promoting environment. 4. Emphasise active consumer and community participation in processes that enable and encourage people to have a say about what influences their health and wellbeing and what would make a difference. 5. Empower individuals and communities, through information, skill development, support, advocacy and structural change strategies, to have an understanding of what promotes health, wellbeing and illness and to be able to mobilise resources necessary to take control of their own lives. 6. Explicitly consider difference in gender and culture, recognising that gender and culture lie at the heart of the way in which health beliefs and behaviours are developed and transmitted. 7. Work in collaboration, understanding that while programs may be initiated by the health sector, partnerships must be actively sought across a broad range of sectors, including those organisations that may not have an explicit health focus. This focus aims to build on the capacity of a wide range of sectors to deliver quality integrated health promotion programs; and to reduce the duplication and fragmentation of health promotion effort. Refer to: http://docs2.health.vic.gov.au/docs/doc/8196B97B654C907BCA257A7F001DF6E4/$FILE/integrated_health